Philosophy

Teaching
Philosophy

During my own
undergraduate career I was introduced to many great teaching professionals.
Looking back on them I notice now that the teachers who were the most
influential on my own teaching practices were from several different subjects.Even though the subjects included history,
mathematics, physics, or others courses, they used similar styles to help in my
understanding of the materials. Now being an instructor myself I seek to use
these techniques in hopes of benefiting my own classes.

The first important technique I use
is to show interconnections between small bits of information and large
concepts. My best instructors all constantly demonstrated how new information
stacks on prior knowledge both in the real world and the classroom. They each
taught not information, but rather systems.
I have had history teachers that showed how events centuries ago still shape
our modern era. I instruct biology in the same way. As we move from
metabolites, into biochemical pathways, into cell functions, tissues, and
entire organisms we need a firm knowledge of the prior layer. A top down and
bottom up approach as they refer to it in physiology allows for better
understanding of each individual bit of information as we see the role each
part plays on a larger or smaller scale. Once students see the connected levels,
it makes small concepts more relevant and less forgettable.

The second important technique I use
is to have a wide array of teaching tools at my disposal. My best instructors
used a variety of different methods
and materials and tried to match them with each new concept that they were
teaching. I have had chemistry teachers that showed how in synthesis of
molecules you can choose many different routes to create complex molecules from
other smaller molecules, but there may also be a best way you can find to get
your greatest end result. In the instruction of my classes I use a variety of
techniques to explain complex concepts and I constantly try to find new
teaching methods to complement each of those concepts. Every time I prepare for
a class I ask myself, “What tools do I need for this job?”.Does this class have any concepts that
require a physical object to understand? Can I make any analogies that my class
would be familiar with? Should I take a break in the middle for students to
talk this part over in groups and see what they can do to help each other? In
trying various techniques, I have found more effective ways to explain
difficult information.

The third important technique I use
is less about what I say and more about how I am in the classroom. My best
instructors always maintained three very important ways of interacting with students.
They were always enthusiastic,
available, and adaptable. No
matter what I’m teaching I have to do it with enthusiasm. We desire our
students to be enthralled with new information and we can’t expect that from
them unless we expect it from ourselves. Being available is also just as
important. For a busy instructor our time is valuable to us, but so much more
valuable to a student. If a student stops me with a question on my way out the
door, or sends an email in the evening time, I know I need to pause what I’m
doing and try and help that student. I might be ten minutes late getting home
or miss part of the show I was watching. I might have lost a little time, but
that student might have gained a lot for me giving them my time and they are
more likely to ask other questions now that they see you are available. Lastly,
and probably the most important, you need to be adaptable. Over my time
teaching I have seen strong differences from class to class and from student to
student. I try my best to adapt myself and my methods to nurture the cultural
and social needs of my students and to be accepting of the diverse backgrounds
seen in today’s student body.

Using all the techniques I have
mentioned here has allowed many of my students to reach the expectations and
goals that I have for them. I want my students to be able to proceed on to
their chosen field having gained understanding of new concepts that will help
them on their way. I want them to be inquisitive and aware of the world around
them. Additionally if they should ever find themselves as instructors one day,
I hope they can look back and use some of the same techniques that my former
instructors and I have used to help their students to achieve their own goals
someday.